Raita Gina Aprilina,2015 STORYTELLING: ENHANCING VOCABULARIES
FOR CEREBRAL PALSY STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
21
CHAPTER III RESEARCH METHODOLOGY
This chapter provides the methodological aspects. The discussion involves the research method, research design, sample, hypothesis, participants, research
procedures, data collection, data analysis, and clarification of terms.
3.1 Research Method
The method used in this research was the experimental method with single subject research.
Fraenkel 2012, p.265 states that “The experimental research is the only
type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing hypotheses about cause-and-effect
relationship.” This method is used with the consideration of the willing to observe a phenomenon that appears accurately, until that is resulted with the finding of the
relationship between cause and effect that the phenomenon appears. Moreover, Fraenkel 2012, p.302 also states the strength of the single subject research.
Researchers who wish to study children who suffer from multiple disabilities who are both deaf and blind, for example may have only a
small number of children available to them, say six or less. It would make little sense to form two groups or three in such an instance. Further, each
child would probably need to be observed in great detail.
The use of this experimental method aims to see the influence of storytelling towards cerebral palsy students for their ability in mastering
vocabularies.
Raita Gina Aprilina,2015 STORYTELLING: ENHANCING VOCABULARIES
FOR CEREBRAL PALSY STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
22
3.2 Research Design
This research used A-B-A design. The data process in this design was used to investigate whether or not the storytelling technique would improve the
students’ ability in mastering the English vocabularies by using single subject research. A-B-A design has three steps, those are: A-1 baseline-1, B treatment,
A-2 baseline-2.
Chart 3.1 A-B-A Design
A-1 = Baseline-1 It is the condition where the vocabulary mastery of cerebral palsy students
before the treatment pre-treatment. B = Treatment
It is the treatment condition where the vocabulary mastery of cerebral palsy students during the treatment sessions using storytelling technique.
A-2 = Baseline 2
10 20
30
1 2
3 4
5 6
7 8
9 10
11 12
13 14
15 16
A-1 B
A-2
Ra t
e
Sessions
Raita Gina Aprilina,2015 STORYTELLING: ENHANCING VOCABULARIES
FOR CEREBRAL PALSY STUDENTS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
23
It is the condition of the student’s ability in mastering the vocabulary after the treatment post-treatment.
3.3 Sample
